Our philosophy, both implicit and explicit, tries to avoid the
two common traps: commitment to technological
inevitability and commitment to strategies of incremental
change. The technology itself will not draw us forward in
any direction I can believe in either educationally or
socially. The price of the education community's reactive
posture will be educational mediocrity and social rigidity.
And experimenting with incremental changes will not
even put us in a position to understand where the
technology is leading.

My own philosophy is revolutionary rather than reformist in
its concept of change. But the revolution I envision is of
ideas, not of technology. It consists of new understandings
of specific subject domains and in new understandings of
the process of learning itself. It consists of a new and
much more ambitious setting of the sights of educational
aspiration.